2007 Peer Coaching Memo
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The teacher developed a series of four quarterly take-home exams for their Math 4R Pre-Calculus students over the course of the year through discussions with their peer coach. The exams are done in groups and aim to challenge students to think critically and solve problems requiring more than one class period. Students learn best by explaining topics to peers, and the exams have helped students become more proficient in independently learning new material and taking ownership over topics. As a result, students are now more organized, focused, and able to make coherent mathematical statements and arguments in class.
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This was taken from various sources including:
http://www.nctm.org/resources/content.aspx?id=9330
http://www.firsttutors.com/usa/tutor-tips.php
http://www.tulsacc.edu/campuses-and-centers/northeast-campus/northeast-services/engaged-student-programming/america-reads-3
http://www.uwosh.edu/car/si-tutoring-resource-library/general-tutoring-strategies-tips
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1. The document discusses strategies for incorporating cooperative learning in middle school classrooms, including forming heterogeneous groups and using structured activities.
2. Key elements of cooperative learning are positive interdependence, individual accountability, equal participation, and simultaneous interaction.
3. Specific cooperative learning strategies presented include Think-Pair-Share, RallyRobin, Showdown, Value Lines, Talking Chips, and Inside-Outside Circle.
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Class 33 1 a
This document provides an agenda for a class discussing essay writing. It outlines the assignment for Essay #4, which asks students to propose a solution to a problem faced by a community or group. It then reviews the basic features of a problem-solution essay, including defining the problem, describing the solution, arguing the point, addressing alternatives, and anticipating objections.
The process and purpose of evaluation
This document discusses evaluation and grading in education. It defines evaluation as making overall judgments about student work or a school's work. Evaluation is used to generate grades and promote learning. However, grades do not always precisely measure learning and are not entirely objective. The document proposes several ways to change evaluation processes to better promote learning, such as focusing on learning processes, reducing stress, incorporating more formative feedback, and involving students in self-assessment and peer assessment. Constructive feedback should be specific, focused on issues, and based on observations to be most effective.
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2007 Peer Coaching Memo
- 1. Peer Coaching Report Name: A. Jorge García Date:6/13/2008 Peer Coaching Students in Math 4R Pre Calculus very often are not challenged to solve problems that require “thinking out of the box” or that require more than one period to complete. I have developed a series of four Quarterly Take Home Exams to address this problem. Over the course of the year, discussions with my Peer Coach helped me to refine my focus and my strategies as follows. Peer Coaching Principle of Learning: “Fair and Credible Assessments.” Peer Coaching Focus: “How can I incorporate group work on Take Home Exams in Math 4R?” Peer Coaching Experience: Students learn a topic best when they have to explain it to a peer. The Take Home Exams are done in groups of the students’ choosing. They get two school weeks to work on these extended projects. Typically, I assign a Take Home Exam the Monday before a long break and collect it the Monday a week after that break. Peer Coaching Evidence: Students learn new material on their own by completing each Take Home Exam. Each exam extends topics from class and contains stepbystep questions leading the student on a discovery. When the student is done with the exam, he or she has, in essence, completed a research paper on the new topic! Peer Coaching Lesson: The day I assign a new Take Home Exam, I give a short lesson on the topics already covered in class that the student needs to know in order to understand the Take Home Exam. Then I explain each question and what the student should learn from this experience. Peer Coaching Assessment: I have found that, over the course of the year, the students have become more and more proficient in learning new material on their own as they gain ownership over each new topic. The experience they get from each take home exam has also affected classroom work. Now my students tend to be more organized and focused in class. These students also tend to take pride in their work and are assets to class discussions. They are now equipped with the skills necessary to make coherent mathematical statements and arguments. PeerCoaching20072008.doc 1